The formally reported discipline infractions of second grade students with normally developing speech and language skills were compared to those of second graders with diagnosed language disorders and second graders with diagnosed speech disorders. Students with language disorders were found to have statistically significantly higher numbers of discipline infractions in their permanent file than either of the other two groups. These results, in concert with the findings of previous studies, suggest that the speech-language pathologist should routinely evaluate the language skills of students with conduct problems and, when warranted, provide appropriate remediation for those language components that are significantly below expected norms. Effective language assessment and intervention may reduce the number of discipline infractions by easing the frustration associated with poor communication.